Machanhill Primary School
Larkhall
South Lanarkshire Council
12 December 2006
Contents
Page
1. Background
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2. Key strengths
1
3. What are the views of parents, pupils and staff?
2
4. How good are learning, teaching and achievement?
2
5. How well are pupils’ learning needs met?
4
6. How good is the environment for learning?
4
7. Leading and improving the school
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Appendix 1 Indicators of quality
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Appendix 2 Summary of questionnaire responses
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How can you contact us?
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1. Background
Machanhill Primary School was inspected in September 2006 as part of a national
sample of primary education. The inspection covered key aspects of the work of the
school at all stages. It evaluated pupils’ achievements, the effectiveness of the school,
the environment for learning, the school’s processes for self-evaluation and innovation,
and its capacity for improvement. There was a particular focus on attainment in
English language and mathematics.
HM Inspectors examined pupils’ work and interviewed groups of pupils, including the
pupil council, and staff. Members of the inspection team also met the chairperson of
the School Board, representatives of the parent-staff association (PSA) and a group of
parents 1 .
The inspection team also evaluated aspects of the school’s progress in implementing
national recommendations related to improving aspects of school meals provision.
The school serves the Machanhill area of Larkhall. At the time of the inspection the
roll was 293 with an additional 80 in the nursery class. Around a fifth of pupils
attended the school from outwith the designated catchment area as a result of parental
placing requests. The proportion of pupils who were entitled to free school meals was
in line with the national average. Pupils’ attendance was in line with the national
average. The school was part of the Larkhall Learning Community. The school had
experienced a number of staff changes over recent years.
The work of the nursery class was not included in this inspection.
2. Key strengths
HM Inspectors identified the following key strengths.
•
The schools success in promoting the pupils’ achievements in and outwith the
curriculum.
•
Support for pupils experiencing difficulties with aspects of their learning.
•
Pastoral care and the caring and committed staff.
•
The very positive ethos marked by very good relationships and teamwork of the
staff.
•
Partnerships with parents, the church and the community.
•
The quality of leadership provided by the headteacher and the management team.
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Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and
carers who are relatives or friends.
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3. What are the views of parents, pupils and staff?
HM Inspectors analysed responses to questionnaires issued to a sample of parents, P4
to P7 pupils, and to all staff. Information about the responses to the questionnaires
appears in Appendix 2.
Parents were very positive about almost all aspects of the school. Almost all felt that
staff made them feel welcome in the school and showed concern for the care and
welfare of their children. They thought the school was well led and had a good
reputation in the community. A few parents would have liked more information on the
school’s priorities for improvement. Pupils were very positive about their school.
Almost all felt safe and well looked after, and they thought that pupils were treated
fairly. They felt that teachers expected them to work hard, explained things clearly and
were good at letting them know how to improve their learning. A few pupils did not
think that pupils behaved well in the school. Teachers and support staff enjoyed
working in the school. They felt staff worked effectively as a team and that there was
effective communication. They made very positive comments about the motivation and
behaviour of pupils. Around a quarter of support staff did not feel that their training
time was used effectively.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
The overall quality of the curriculum was good. The school provided pupils with a broad
and generally well-balanced curriculum. On-going developments in the teaching of
thinking skills, expressive arts and enterprise were leading to improvements in the quality
of pupils’ learning experiences. The school was developing its approach to health
education but teachers did not yet use sufficient strategies to promote healthy eating.
Teachers made good use of flexibility time to focus on priorities including the need to
improve pupils’ writing skills. A significant number of teachers had been trained to teach
French to pupils at all stages. The school had enhanced the curriculum through a range of
visiting speakers and visits. The quality of teaching was good. Teachers made effective
use of praise to motivate and encourage pupils. Most teachers used an effective range of
teaching approaches. Generally explanations, instructions and directions were clearly
stated. Most teachers shared the purpose of lessons with pupils but did not consistently
review learning at the end. The quality of feedback was variable and pupils were not
always sure of their next steps in learning. While there were examples of good use of
information and communications technology (ICT) to enhance teaching and learning, the
school recognised the need to develop further the use of ICT across all stages. Teachers
used homework effectively to support pupils’ learning.
The quality of pupils learning was good. Pupils responded very well to the wide range of
teaching approaches and were keen to learn. The effective use in most classes of
taskboards to set out the day’s work helped pupils develop independent approaches to their
learning and they were starting to take responsibility for their learning. By P6 and P7,
pupils were able to produce high quality reports on their personal reseach projects. The
quality and extent of collaboration and interaction among pupils was variable across the
classes. The pace of lessons was variable with an over emphasis on whole class teaching in
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some lessons out with English language and mathematics. The school had recently
introduced appropriate opportunities for pupils in P1 to P3 to be actively involved in their
learning through play.
The school took very good steps to help pupils develop their wider achievements. It
successfully placed an emphasis on the promotion of values and the development of
citizenship skills. Pupils from across the school were involved in a wide range of
out-of-school activities. Pupils were developing their abilities in sports such as
football, netball, badminton and athletics in after-school clubs. Across the school,
pupils worked together in a range of enterprise activities. Pupils in P6 and P7 had
developed their personal and social skills through their participation in educational
residential trips. Pupils developed their self-esteem and confidence through their
responsibilities as buddies, playground monitors and members of the pupil council.
Pupils were aware of the needs of others and regularly helped to raise sums of money
for charities.
English language
The quality of pupils’ attainment in English language was good. In recent years, pupils’
attainment in reading and writing had been consistently good. Almost all pupils at P3 and
P4 and most by P7 had achieved the appropriate national levels in talking, listening, reading
and writing. At P2, many pupils were achieving these levels earlier than might normally be
expected. Pupils were making good progress in their coursework. Teachers provided a
very good level of support to pupils who experienced difficulties with aspects of reading
and writing. Across the school, pupils’ talking and listening skills were good. Most pupils
talked with confidence and took part enthusiastically in a wide range of group and class
discussions. They listened attentively to teachers and followed instructions carefully.
Pupils’ reading skills were good. Most read fluently and with understanding. Teachers
used a range of strategies to develop pupils’ interest in books. However, by P7, only a few
pupils read widely for pleasure outwith school. Across the school, pupils’ writing skills
were generally good but there was scope for further improvement. Most pupils could write
for a variety of purposes and were familiar with different styles of writing. By P7, pupils’
spelling skills were well developed, but their knowledge of aspects of grammar and
punctuation needed to be improved further.
Mathematics
The overall quality of pupils’ attainment in mathematics was good. In recent years,
levels of attainment in mathematics had improved steadily. Most pupils were achieving
appropriate national levels of attainment in mathematics. At P2, many pupils were
achieving these levels earlier than might normally be expected. However, a few pupils
at the middle and upper stages were capable of achieving even higher standards by
being set more challenging tasks. Almost all pupils were making good progress in their
coursework. Pupils with additional support needs were making good progress towards
agreed targets. By P7, pupils could confidently interpret information from a range of
graphs and charts. Some classes had had experience of using computers to organise
and present information. Across the school, pupils were confident in their approaches
to written and mental calculations. There were weaknesses in pupils’ knowledge and
understanding of the properties of shapes. At all stages, pupils were able to use a range
of strategies to help solve mathematical problems. Their skills in choosing the most
effective strategy to solve particular problems were limited. Pupils had the opportunity
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to apply their mathematical skills in practical contexts such as the tuck shop, the Fair
Trade stall and the book fair.
5. How well are pupils’ learning needs met?
Teachers provided a good level of support for pupils’ learning. Most teachers selected
appropriate tasks and actvities. However, in a few lessons, learning actvities were not
sufficiently challenging for all pupils. Staff did not consistently make effective use of
assessment information to identify and plan next steps in pupils learning. The depute
headteacher responsible for coordinating provision for pupils with a range of additional
support needs organised staff and resources very efficiently. She worked closely with the
specialist learning support teacher, class teachers and school assistants to ensure high
quality support for pupils. Commendably, the school assistants made a very effective
contribution to supporting pupils in a wide variety of ways. They provided a very good
assistance to class teachers. The school had developed clearly stated individualised
educational programmes (IEPs) for pupils with additional support needs. Staff reviewed
pupils’ progress regularly and involved parents actively in the process. Although the
exisiting systems for transition were effective, the school was reviewing the current
arrangements to support pupils at points of transfer from pre-school to P1 and from P7 to
secondary school.
6. How good is the environment for learning?
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Aspect
Comment
Pastoral care
The quality of pastoral care in the school was very good.
Staff were caring and supportive. They had a very good
knowledge of the needs of their pupils and were sensitive to
their personal, physical, social and emotional needs. The
school had clearly stated procedures to deal with issues
relating to substance misuse, the administration of medicine
and child protection. Staff had received an appropriate level
of training in child protection. Pupils enjoyed being at
school. They felt well supported by staff and could describe
the school’s procedures for dealing with instances of
bullying. They felt confident that staff would help them if
they had any problems or concerns.
Aspect
Comment
Quality of
accommodation
and facilities
The overall quality of accommodation and facilities was
adequate. Staff made very good use of all available areas to
enhance pupils’ learning experiences. Throughout the
school there were interesting and attractive displays of
pupils’ work. The separate dining hall offered bright
accommodation. However, it could not accommodate all
pupils in one sitting. The building was not accessible for
those with restricted mobility. Security arrangements for the
building were appropriate. The quality of decor was
variable across the school. There was evidence of leaks
affecting corridors and some classrooms. Some of the
toilets needed to be upgraded and the exterior fabric of the
building was in need of repair.
Climate and
relationships,
expectations
and promoting
achievement
and equality
The school had a welcoming atmosphere. Staff, pupils and
parents were very proud of the school. Pupils at all stages
were mostly well behaved. Almost all staff contributed fully
to the positive ethos in the school. There was a strong sense
of supportive teamwork. Support staff played a valuable
role in the work of the school. At all stages teachers set
high expectations for pupils’ achievements, attendance and
behaviour. Teachers used a range of successful strategies to
motivate pupils and reward positive behaviour including an
effective points system. Weekly school assemblies provided
regular opportunities for religious observance and for
celebrating pupils’ successes. Pupils had the opportunity to
take on responsibilities and were involved in decision
making through the pupil council, acting as house and
school captains. Teachers successfully promoted a sense of
fairness and mutual respect. However, the school did not
yet sufficiently promote equality issues.
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Aspect
Comment
Partnership
with parents
and the
community
The school had extensive links with parents and the community.
The School Board and the PSA provided very good support for
the school including fundraising and subsidising residential
trips.
There were appropriate arrangements in place to consult
parents on sensitive health issues. Pupil progress reports
and parents evenings were informative and helpful. The
school dealt effectively with issues of concern by involving
parents at an early stage. There was effective
communication about school activities and the curriculum
through regular newsletters, parents workshops and the
school website. The school and catering staff worked well
together in promoting healthy eating to pupils and parents.
Pupils were involved in community work including charity
fundraising and visits to the local sheltered housing
complex. There were good links with the church and the
local churches youth work outreach team at the Machan
Trust. The school was well served by the community police
for health and safety education and by a range of community
agencies and local industry. The school maintained good
links with the education authority’s support agencies, and
other schools in the Larkhall Learning Community.
7. Leading and improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Machanhill Primary School provided high quality education for its pupils within a very
caring environment. Staff were clearly committed to the school. Staff worked well
together to provide a stimulating and supportive learning environment for pupils.
There was a strong focus on the promotion of pupils’ achievements. The quality of
learning, teaching and pupils’ attainment was good.
The headteacher provided very effective leadership to the school. He had a clear sense of
vision which he shared with all staff. He was committed to the school, pupils and the
community and was well respected by all staff and parents. He had successfully created a
very strong ethos within the school. The headteacher was effectively supported by the two
depute headteachers and an acting principal teacher. They carried out their roles effectively
and although relatively new to their current posts, they had already had a positive impact on
the school. There was strong teamwork in the school. All staff had the opportuntiy to take
leadership roles through their involvement with working groups. The headteacher used a
wide range of approaches to monitor and evaluate the work of the school. Senior managers
evaluated teachers’ plans, sampled pupils’ work and provided written and verbal feedback
to staff. They had systems in place to monitor pupils’ progress in mathematics, reading and
writing. However, there was a need to develop these further to ensure all pupils were
making sufficient progress in their learning. Senior managers made regular visits to
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classrooms and provided teachers with helpful feedback and advice. Staff worked together
to evaluate the work of the school and to identify improvement priorities. However, there
was scope for teachers to be more rigorous in their evaluations. Teachers had agreed an
appropriate range of development activities and demonstrated a willingness to rise to the
challenge of continuous improvement.
Main points for action
The school and education authority should continue to provide high quality and
improving education. In doing so, they should take account of the need to:
•
improve the schools’ approaches to tracking and monitoring pupils’ progress in
order to continue to improve attainment; and
•
continue to develop the schools’ monitoring and evaluation of the quality of
learning and teaching to ensure consistency across the school.
What happens next?
As a result of the high performance, the strong record of improvement and the very
effective leadership of this school, HM Inspectors will make no further reports in
connection with this inspection. The school and the education authority have been
asked to prepare an action plan indicating how they will address the main findings of
the report, and to share that plan with parents. Within two years of the publication of
this report the education authority, working with the school, will provide a progress
report to parents.
Mary Hoey
HM Inspector
12 December 2006
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Appendix 1 Indicators of quality
The sections in the table below follow the order in this report. You can find the main
comments made about each of the quality indicators in those sections. However,
aspects of some quality indicators are relevant to other sections of the report and may
also be mentioned in those other sections.
How good are learning, teaching and achievement?
Structure of the curriculum
The teaching process
Pupils’ learning experiences
Pupils’ attainment in English language
Pupils’ attainment in mathematics
good
good
good
good
good
How well are pupils’ learning needs met?
Meeting pupils’ needs
good
How good is the environment for learning?
Pastoral care
Accommodation and facilities
Climate and relationships
Expectations and promoting achievement
Equality and fairness
Partnership with parents, the School
Board, and the community
Leading and improving the school
Leadership of the headteacher
Leadership across the school
Self-evaluation
very good
adequate
very good
very good
good
very good
very good
very good
good
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
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outstanding, sector leading
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
Appendix 2
Summary of questionnaire responses
Important features of responses from the various groups which received questionnaires
are listed below.
What parents thought the school did
well
What parents think the school
could do better
•
•
Parents were happy with almost all
aspects of the work of the school.
A few parents would have liked
more information on the school’s
priorities for improvement.
What pupils thought the school did
well
What pupils think the school could
do better
•
•
Pupils were happy with almost all
aspects of their experiences in
school.
A few pupils were concerned
about the behaviour of others.
What staff thought the school did
well
What staff think the school could
do better
•
•
All teaching and support staff had
very positive views about almost all
aspects of the school.
Around a quarter of support staff
did not feel that their training
time was used effectively.
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How can you contact us?
If you would like an additional copy of this report
Copies of this report have been sent to the headteacher and school staff, the Executive
Director (Education Resources), local councillors and appropriate Members of the
Scottish Parliament. Subject to availability, further copies may be obtained free of
charge from HM Inspectorate of Education, Europa Building, 450 Argyle Street,
Glasgow G2 8LG or by telephoning 0141 242 0100. Copies are also available on our
website www.hmie.gov.uk.
If you wish to comment about
Should you wish to comment on any aspect of primary inspections, you should write in
the first instance to Chris McIlroy, Acting HMCI, at HM Inspectorate of Education,
Denholm House, Almondvale Business Park, Almondvale Way, Livingston
EH54 6GA.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to
Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second
Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston
EH54 6GA. A copy of our complaints procedure is available from this office or by
telephoning 01506 600258 or from our website at www.hmie.gov.uk.
If you are not satisfied with the action we have taken at the end of our complaints
procedure, you can raise your complaint with the Scottish Public Services Ombudsman.
The Scottish Public Services Ombudsman is fully independent and has powers to
investigate complaints about Government departments and agencies. You should
write to The Scottish Public Services Ombudsman, 4-6 Melville Street,
Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or e-mail
enquiries@scottishombudsman.org.uk. More information about the Ombudsman’s
office can be obtained from the website: www.scottishombudsman.org.uk.
Crown Copyright 2006
HM Inspectorate of Education
This report may be reproduced in whole or in part, except for commercial purposes or
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thereof are stated.
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